https://ri.ufs.br/jspui/handle/riufs/2166 2026-08-05T21:47:01Z https://ri.ufs.br/jspui/handle/riufs/25751 Título: Ensino de estatística descritiva com Python : uma proposta aplicada ao ensino médio Autor(es): Santana, José Eugênio Andrade Abstract: The teaching of Descriptive Statistics in High School faces challenges related to data interpretation, tables, graphs, and the understanding of measures of central tendency and dispersion, difficulties frequently observed in school practice. Considering the importance attributed by the Brazilian National Common Core Curriculum to the reading, interpretation, and critical analysis of statistical information, this study aimed to propose, apply, describe, analyze, and reflect on a sequence of activities for Descriptive Statistics mediated by the Python programming language, aiming to integrate calculations, graphical representations, and data interpretation. This study is an experience report with a qualitative approach, developed in High School Mathematics classes at Colégio Estadual de Tempo Integral Castro Alves, located in Adustina, Bahia, Brazil. The methodological proposal consisted of integrating conventional instruction of statistical content with computational practices in Python, in which students simulated data, organized information into tables, constructed graphs, and calculated statistical measures, relating these results to the analyzed data sets. The data were analyzed through triangulation involving teacher observations, students' productions, and a feedback questionnaire, aiming to understand the perceptions and reflections emerging from the developed experience. As an educational product, a sequence of activities mediated by Python was developed, aiming at the development of statistical interpretation. The results indicate that the proposed approach has the potential to foster the understanding of Descriptive Statistics concepts and expand the possibilities for data interpretation, in line with the demands of Mathematics Education. It is not intended to claim that the use of Python, by itself, guarantees better learning outcomes, but rather that its use as a mediating tool showed potential to foster statistical interpretation processes, expand possibilities for data analysis, and stimulate students' engagement in the proposed activities. 2026-07-10T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/25677 Título: A importância das metodologias ativas na gamificação de jogos matemáticos com ênfase em análise combinatória no ensino médio Autor(es): Silva, Pedro Fernando da Abstract: The teaching of Combinatorial Analysis in Brazilian high school is often characterized by overly procedural approaches, centered on the memorization of formulas for permutation, arrangement, and combination, without developing students’ understanding of the logical structures underlying counting problems. This didactic gap motivated the present disserta tion, which aims to propose a didactic sequence for teaching Combinatorial Analysis in high school, integrating active methodologies, gamification, and the Wordwall digital platform within the context of Brazilian public schools. The research is bibliographic and propo sitional in nature, with a qualitative approach, grounded in references from mathematics education, active methodologies, and digital technologies in education. Based on an analysis of students’ most common difficulties, three intervention axes were identified: conceptual progression of combinatorial reasoning, intentional use of gamification elements for enga gement and feedback, and integration of Wordwall as a didactic mediation tool offering equivalent interactive and printable formats. The resulting educational product consists of an eight-lesson sequence, including a formative assessment rubric, teacher mediation stra tegies, inclusion adaptations, and alternatives for low-connectivity contexts. The findings indicate that the combination of conceptual progression, intentional gamification, and a fle xible digital platform enables more active, argumentative, and context-sensitive learning. The main contribution of the research lies in providing mathematics teachers in public scho ols with a replicable didactic framework that subordinates technology use to mathematical understanding and pedagogical mediation 2026-05-28T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/23934 Título: A teoria dos jogos e uma aplicação em sala de aula Autor(es): Alves, Airton Santos Abstract: The work presents a historical overview of game theory, highlighting the contributions of prominent mathematicians to the development of this field. Its objective is to introduce different types of games, their solutions through dominant strategies or Nash Equilibrium, as well as to solve classic examples, such as the Prisoner’s Dilemma. Additionally, the results of an educational application conducted at a public school in Alagoas are presented, followed by the conclusions drawn. 2025-08-22T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/23919 Título: Jogos de diagonalização: uma abordagem para o estudo de sequências Autor(es): Carvalho, Cinthia Rodrigues de Abstract: The aim of this work is to present a combinatorial game inspired by Cantor’s diagonalization argument. The game involves two players, Kronecker and Cantor, whose names reference the historical opposition of Leopold Kronecker to the mathematics developed by Georg Cantor. Based on the arguments explored in the game, we propose a didactic approach aimed at teaching concepts related to sequences and the cardinality of sets, introducing the idea of infinite sets and their distinctions. 2025-08-08T00:00:00Z